Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model

Uslu, Öner

doi:10.14221/ajte.2018v43n4.3

Cited by 28 publications

(32 citation statements)

References 35 publications

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“…The authors of the current paper agree with the findings of Uslu (2018), who also came up with an acceptable fit between the model and the data, he further reported that Technological Pedagogical Content Knowledge, attitude towards technology use in education, gender, frequency of computer use, seniority, duration of computer use, technical support, and individual innovativeness have direct or indirect effects on technology integration. Consistent with the findings of Ruiz-Jaramillo and Vargas-Yáñez (2018) and Gaitanaru (2014), Spanish Student teachers at the University of Valladolid showed positive attitudes towards the use of ICT-based methodology and teaching styles described above, this leads to students being more involved and motivated by the subject, favoring that pre-service teachers' attitudes towards use of technology is significantly predicted by age, gender and different styles of teaching mathematics in the digital era.…”

Section: Discussionsupporting

confidence: 87%

“…In relation to gender, researchers studying the differences between ICT use of male and female students have focused on the impact of gender on attitudes related to ICT use (Dix, 2005;Kubiatko & Halakova, 2011;Kuhlemeier & Hemker, 2007) role of gender in the ICT-maths performance relationship (Meggiolaro, 2018), Technological Pedagogical Content Knowledge (TPACK) and ICT use based on gender (Saltan & Arslan, 2017), resistance to digital means of communication (Macià & Garreta, 2018), frequency of ICT use (Uslu, 2018) and types of activities using ICT by gender and working experience of lecturers who were working at higher education institution in Malaysia (Hussain, Din, Khidzir, Daud, & Ahmad, 2018).…”

Section: Formalmentioning

confidence: 99%

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Pre-service Primary Teachers’ Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms

Prieto

Mulenga

2019

Int Elect J Math Ed

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The integration of ICT in formal teaching and learning environments has become more and more relevant along the last decades. However, its use in the mathematics classroom seems to be still far from initial expectations. This paper shows the results from a research conducted to get some insight about such a gap by analyzing the relationship between pre-service primary teachers' teaching styles in teaching and learning mathematics and their attitudes towards the use of technology in mathematics classrooms. Analysis of Variances and step-wise multiple regression analysis were performed over the data provided by one hundred and sixty three participants by completing survey questionnaires. The results indicate that pre-service teachers' year of study has no significant impact on the integration of ICT in the teaching and learning of mathematics while teaching styles and gender do have. Furthermore, age, gender and teaching styles are capable predictors for the construction of the regression model and it is deduced that teaching styles have a predictive ability on the integration of ICT in mathematics classrooms.

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Section: Discussionsupporting

confidence: 87%

Section: Formalmentioning

confidence: 99%

Pre-service Primary Teachers’ Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms

Prieto

Mulenga

2019

Int Elect J Math Ed

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“…A review of the literature provided an explanation for this apparent discrepancy. Uslu (2018) reported the quality of learner openness had a mediating influence rather than a direct influence on the DV through the learner's attitude toward technology integration.…”

Section: Contrary Findingsmentioning

confidence: 99%

Using Microlearning and Social Learning to Improve Teachers’ Instructional Design Skills: A Mixed Methods Study of Technology Integration in Teacher Professional Development

Hanshaw

Hanson

2019

IJLD

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The purpose of this mixed-method study was to test the usefulness of a new technology-based instructional design, using microlearning and social learning, to improve employee skills on the job. Researchers collected data from professionals responsible for instructional design at 146 their workplace (N=51). Participants engaged in a fully on-line training at a time convenient to them over a two-week period. A learning management system supported the content delivery. A social learning component included video demonstrations of the content and participants asynchronously sharing their learning with other participants. Researchers performed follow-up interviews (N=10) to develop a deeper understanding of the participants' perceptions and to validate self-reports collected in a Likert-style quantitative survey. Participants created work samples used as evidence of their learning from the training. Three themes emerged from the qualitative analyses including, participants wanted training that provided skills useful immediately on the job, sought to expand their perspectives by learning from others, and to expand their skills in their craft beyond those of other designers. Participants' reported that opportunities to share their learning with others made the learning "more personal" and provided a "bigger picture," or broader perspective. Participants' reported the instructional design increased their motivation to engage the content and that their skills improved. Positive reports of the effectiveness of the microlearning component were not consistent, however, with the statistical results. There was a significant negative correlation between microlearning and the social learning component and the dependent variable of the study, participants' perceptions of the effectiveness of the instructional design.

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“…However, Badjao students are struggling in terms of comprehension to the new topics which leads to high failure rate in the subjects. Many studies supports that their level of achievement in mathematics is affected by their learning experiences, beliefs, value practices and exposure to technology-related instructional materials in mathematics (Gbore, 2006;Kunal, 2008, Nathan, 2008Uslu, 2018). In the province of Leyte, Philippines, Bato is considered as a fourth class municipality which is composed of 32 active barangays.…”

Section: Introductionmentioning

confidence: 99%

“…The latter influences the behavioral intention to use the technology that -in turndetermines the actual adoption and use of technology. In other words, computers allow students to connect mathematics to real issues in their communities (Uslu, 2018).…”

Section: Introductionmentioning

confidence: 99%

Untitled

2020

IJIET

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This study focused mainly on the cultural factors such as beliefs, value practices and exposure to technology-related instructional materials in learning mathematics in regards to their level of achievement among Badjao students. At present, there are limited studies on the learning factors in regards to the level of achievement in mathematics among Badjao students in Bato, Leyte, Philippines. The study employed 71 Badjao elementary and high school students in four selected schools in the municipality of Bato, Leyte using a complete enumeration. Descriptive statistics and Chi-square Contingency Coefficient were used to characterize the variables of interest and to capture its relationships, respectively. Result reveals that the belief of Badjao students is high which indicates that mathematics is important to their daily lives and well-being. However, when it comes to their value practices, Badjao students rated average, which implies that they have mediocre study habits towards mathematics. Findings revealed that almost all of the Badjao students are beginners in their proficiency level in learning mathematics. Result shows that there is a significant relationship between mathematics achievement of the Badjao students and their beliefs about mathematics as well as their value practices in learning mathematics. Furthermore, their level of achievement in mathematics and level of exposure to technology-related instructional materials has no relationships.

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Factors Associated with Technology Integration to Improve Instructional Abilities: A Path Model

Cited by 28 publications

References 35 publications

Pre-service Primary Teachers’ Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms

Pre-service Primary Teachers’ Teaching Styles and Attitudes towards the Use of Technology in Mathematics Classrooms

Using Microlearning and Social Learning to Improve Teachers’ Instructional Design Skills: A Mixed Methods Study of Technology Integration in Teacher Professional Development

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